Skill Building

Lesson Plans for MONSTERS ON WHEELS Level H

Building Skills

Phonological Awareness: onset and rime
Have students listen as you say the word bike by segmenting it into its onset and rime: /b/ /ik/. Ask students to say the onset and rime with you, and then blend it to say the word. Repeat with the words spring, fast, sun, cold, Bonk, cake, and park.

Hand out worksheet 2 and have students divide the large-printed words into onset and rime.

Consonant-vowel-consonant-e pattern
Write the word bike on the board, and have students read it with you. Ask students what sound the vowel makes in the word bike. Circle the e at the end of the word, and explain that often when a word ends with an e, the vowel sound is long. Write the letters CVCe over the corresponding letters in the word. Have students turn to page 9 to find three other words that have a CVCe pattern with a long vowel sound (hide, make, cake). Write the words on the board as students find them, write the letters CVCe over the corresponding letters, and ask students to identify the long vowel sound in each. Have students search for other CVCe long vowel words in the book. Remind them that not all words that end in e have long vowel sounds. The words they can find are: blades, race, snowflakes, inside, like, ice, skate.

Word Work: inflectional ending -ing
Write the word going on the board. Circle the -ing ending and draw a line under the root word, go. Explain that we can add -ing to some words to make a new word. Have students find a word with an -ing ending on page 10 (shopping). Write it on the board and above it write the root word, shop. Explain that when words end with a single consonant, we usually double the consonant before adding -ing. Provide practice with the following words by having students add -ing to the root word: run, play, jump, walk, get, eat, drip.

Word Work: high-frequency words
Write the words are, love, when, and they on the board. Explain to students that these are words that are used often in books and that if they can learn to read these words quickly, it will help make their reading faster. Point to the words are and love and read them out loud. Tell students that these are examples of words that end with e but don’t have the long vowel sound. Have students read each word and spell the word in the air with their fingers. Play a game with students. Without them seeing, erase one of the letters in one of the words. Then ask them what letter is missing. Have students clap the spelling of the word as you replace the letter. Repeat with all of the words. Then ask volunteers to come up to erase a letter.

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Hand out worksheet 2 and have students divide the large-printed words into onset and rime.

Consonant-vowel-consonant-e pattern
Write the word bike on the board, and have students read it with you. Ask students what sound the vowel makes in the word bike. Circle the e at the end of the word, and explain that often when a word ends with an e, the vowel sound is long. Write the letters CVCe over the corresponding letters in the word. Have students turn to page 9 to find three other words that have a CVCe pattern with a long vowel sound (hide, make, cake). Write the words on the board as students find them, write the letters CVCe over the corresponding letters, and ask students to identify the long vowel sound in each. Have students search for other CVCe long vowel words in the book. Remind them that not all words that end in e have long vowel sounds. The words they can find are: blades, race, snowflakes, inside, like, ice, skate.

Word Work: inflectional ending -ing
Write the word going on the board. Circle the -ing ending and draw a line under the root word, go. Explain that we can add -ing to some words to make a new word. Have students find a word with an -ing ending on page 10 (shopping). Write it on the board and above it write the root word, shop. Explain that when words end with a single consonant, we usually double the consonant before adding -ing. Provide practice with the following words by having students add -ing to the root word: run, play, jump, walk, get, eat, drip.

Word Work: high-frequency words
Write the words are, love, when, and they on the board. Explain to students that these are words that are used often in books and that if they can learn to read these words quickly, it will help make their reading faster. Point to the words are and love and read them out loud. Tell students that these are examples of words that end with e but don’t have the long vowel sound. Have students read each word and spell the word in the air with their fingers. Play a game with students. Without them seeing, erase one of the letters in one of the words. Then ask them what letter is missing. Have students clap the spelling of the word as you replace the letter. Repeat with all of the words. Then ask volunteers to come up to erase a letter.